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Context statement

The place of the Korean culture and language in Australia and the world
Korean is the language of one of Australia’s important neighbours in the Asian region and is spoken by around 80 million people in the Korean Peninsula and worldwide.

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PDF documents

Resources and support materials for the Australian Curriculum: Languages - Korean are available as PDF documents. 
Languages - Korean: Sequence of content
Languages - Korean: Sequence of Achievement - F-10 Sequence
Languages - Korean: Sequence …

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Years 9 and 10

Years 9 and 10 Band Description

The nature of the learners

Students have prior experience of learning Korean and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of the contexts within which they communicate with others. They have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how Korean may feature in these.

Korean language learning and use

Learners use Korean with increasing confidence to communicate and interact, within familiar and some unfamiliar contexts. They access and exchange information, express feelings and opinions, participate in imaginative and creative experiences and basic transactions relating to everyday life, and compose, interpret and analyse texts in different formats and modes, drawing on their prior knowledge, personal experience and other curriculum areas. They write texts in Hangeul for different audiences and purposes, using modelled and rehearsed language, gradually gaining independence. They perform tasks that involve spoken and written Korean independently and in collaboration with peers, and access and interact with the virtual community of Korean speakers and learners worldwide. They are increasingly aware of the nature of language learning as a cultural, social and linguistic process, understand that language varies and changes, and engage in and reflect on intercultural experiences. They develop a metalanguage for comparing and contrasting aspects of language and culture. They reflect on their own linguistic and cultural practices from intercultural perspectives.

Contexts of interaction

The language classroom is the main context of interaction for learning and using Korean, involving interactions with teacher, peers, a wide range of texts and resources. Learners may interact with some additional people such as teacher assistants, exchange students, visitors to school or members of the wider community or peers in Korea encountered via communication technologies including some computer-mediated communication tools. They may also have opportunities to encounter Korean in wider contexts such as media, cultural or film festivals, community events or in-country travel.

Texts and resources

Learners engage with a range of language-learning texts and support materials such as textbooks, videos, media texts and online resources including those developed for computer-supported collaborative learning. They have increasing exposure to authentic texts produced for Korean-speaking communities such as films, stories, songs, poems, newspaper articles, video clips, blogs and social media texts.

Features of Korean language use

Learners have an increasing control over Korean pronunciation, writing in Hangeul and using vocabulary, forms and structures, and textual features. They approximate the pronunciation at syllable boundaries applying relevant Korean pronunciation rules, and write polysyllabic words that include 받침 using correct spelling. Their vocabulary expands to some abstract and expressive words and those drawn from other learning areas. They use various grammatical forms and structures, including a range of particles and basic conjunctive suffixes, with suitable vocabulary, to suit their communicative needs, such as expressing and exchanging opinions, making transactions, or collaborating with others in different tasks. They recognise a range of more complex grammatical forms and structures used in texts and understand more complex relationships between ideas and events, using some of them as set phrases. They develop understanding of how language structures and features build up textural features in Korean texts. They become increasingly familiar with the use of honorific elements in Korean and other cultural practices accompanying language use, developing awareness of the interconnectedness of language and culture. They understand language varies according to the context, audience and purposes, recognising the importance of age and social relationship in language choice in Korean. They reflect on how language changes with social cultural changes, and on their own language use. They have increasing awareness of their identity as users of two or more languages and reflect on how their own sense of identity has developed and changed through intercultural experiences encountered while learning Korean language and culture.

Level of support

Learners need opportunities for more autonomy and responsibility in their own learning such as monitoring their own language performance, learning needs and progress. Continued support from the teacher is needed for their learning of Korean with these challenges. The teacher gives explicit instruction and explanations on complex grammar structures and culture-specific or abstract vocabulary. Scaffolding, implicit and sometimes explicit modelling and feedback are provided during interactions in task-based activities designed from form-focused approach. Learners continue to access online and print resources and dictionaries, and use online journaling, video documenting, and discussion forums for self-monitoring and reflecting.

The role of English

Learners use Korean for daily interaction, discussion and exchanges with the teacher and peers. English is used as the medium of some instruction, discussion, comparison, analysis and reflection on complex and abstract ideas. While Korean is encouraged to be increasingly used wherever possible in these domains, English is used as the medium where in-depth and detailed delivery appropriate to learners’ age and the level of cognitive demand are beyond their linguistic scope in Korean.


Years 9 and 10 Content Descriptions

Socialising

Initiate and sustain interactions to develop relationships with peers and adults, to exchange ideas, opinions and feelings and to reflect on own and others’ responses

[Key concepts: youth, relationship; Key processes: communicating, explaining, using communication strategies] (ACLKOC020 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • initiating a conversation by using expressions appropriate to the context and the audience such as 지금 뭐해요? 어디 가요? 어제 …봤어요? and developing the conversation on topics of mutual interest, for example, 주말에 시간 있어요? 네, 시간 있어요. 그런데 토요일 오후와 일요일에괜찮아요. 토요일 아침에 뭐 해요? 아홉 시부터 열 두 시까지 운동해요

  • exchanging and describing opinions and ideas, expressing hopes and feelings, and giving reasons for plans, for example, 왜 한국어를 배워요? 소라가 좋아서 한국어를 배웠어요. 어느 선생님한테서 배웠어요? 방학 때 뭐 할 거예요? 한국에 갈거예요. 시험이 끝나서 기분이 좋아요

  • using communication strategies such as asking for clarification/repetition and indicating concession, for example, …이/가/은/는 무슨 뜻이에요? 다시 말해 주세요. 괜찮아요

Contribute to collaborative planning, decision-making, problem-solving and transactions, providing ideas or suggestions and considering options

[Key concepts: contribution, prioritisation, alternatives; Key processes: discussing, negotiating, comparing] (ACLKOC021 - Scootle )

  • Literacy
  • Numeracy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • participating in planning and decision-making with others, such as arranging a class excursion or a birthday party, for example, 소라의 생일 파티에서 무엇을 할까요? 춤도 추고 노래도 불러요. 한국 노래를 할 줄 알아요? 네, 아리랑을 할 줄 알아요. 그러면 한 번 해 보세요

  • making transactions in either authentic or simulated situations such as shopping in a Korean shop, purchasing goods such as fashion items, food or a mobile phone and checking the receipt to confirm the price and information relating to the purchase, for example, 이 모자가얼마예요? 모자가 예쁘지만 너무 작아요. 더 큰 모자를 보여 주세요. 써 보세요, 영수증 좀 보여 주세요

  • planning collaboratively for an event by participating in scenarios related to travelling or living in Korea, for example, living with a host family, seeking medical treatment, or using transport, for example, 지하철을 타면 빨리 갈수 있어요; 맛이 어때요? 김치가 매워요. 하지만 맛있어요; 머리와 목이 아파요

  • applying for services or opportunities such as student exchange programs, scholarships or fundraising, explaining reasons for the application, for example, 일 년 후에 한국으로 여행 갈거예요. 그래서 한국어를 열심히 공부해요

Use classroom language to participate in shared activities and everyday routines, such as asking for clarification and responding to others’ requests and questions

[Key concepts: mutual respect, task, participation; Key processes: discussing, clarifying] (ACLKOC022 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • participating in reflective activities and evaluations of classroom experiences using language such as 어떻게 생각해요? 제생각에는 …, 아마 …, 글쎄요, –(으)ㄴ/는 것 같아요

  • checking understanding and indicating understanding or not understanding (알겠어요? 네, 알겠어요/아니요, 모르겠어요)

  • giving and following instructions such as 책을 책상 위에 놓으세요; 쓰지마세요 and requesting clarification, for example, 다시 설명해 주세요; 무슨 뜻이에요?

  • asking for and making suggestions relating to shared activities, for example, 무엇을 먼저 이야기할까요? …한테 물어 보세요

Informing

Extract information from a range of short spoken, written, digital or multimodal texts in Korean, analysing and organising the information for particular audiences

[Key concepts: perspective, representation, concepts from other learning areas; Key processes: extracting, analysing, summarising, using computer-mediated communication tools] (ACLKOC023 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Intercultural Understanding
  • recording and synthesising information from media texts, including television programs, reports, interviews, video clips, documentaries and social networks

  • organising and categorising information, selecting modes of presentation such as tables, concept maps, web postings and charts to inform particular audiences

  • summarising information from various texts that reflect different aspects of Korean culture, art, history and geography relating to social or environmental issues, for example, 태풍은 한국에 보통 여름에 와요. 그렇지만 가을에도 가끔 와요

  • reporting information in print and digital forms, for example, Korean cultural elements represented in sites such as web pages

  • deducing from context and explaining to others the meaning and cultural references of unfamiliar words or expressions such as words used in idioms or old sayings encountered in different types of text, such as 그림의 떡

Convey ideas or viewpoints from different perspectives to various audiences in familiar contexts using different modes of presentation

[Key concepts: content, audience, mode; Key processes: selecting, constructing, presenting] (ACLKOC024 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • Sustainability
  • describing aspects of Australian culture for a particular audience, for example, the physical environment, specific celebrations or features of cuisine, including explanations of expressions such as ‘the bush’ or ‘fair go’

  • creating texts such as brochures, cartoons,notices, blogs or video clips to introduce Korean culture or lifestyle to Australian friends, parents or peers on social networking websites or to the general public, for example, 한국은 7월과 8월에 아주 더워요. 그래서 여름에

  • presenting information on different elements or perspectives on ideas such as seasons, festival food, costumes,entertainment (games, sports, dances, music …), specific cultural practices associated with festival days, for example,on 설날, 추석, in various modes (for example, concept maps, flow charts and tabulations, graphics or captioned photographs)
  • explaining to others a procedure or practice, for example, a recipe, the rules of a sport or a board game, instructions on caring for a pet/animal, or fashion tips, for example, by giving priority to classified information using 첫 번째, …, 두 번째, …

  • conveying information about different viewpoints on topics of interest such as sustainability, health or environmental issues, for example, 호주의 강과 호수는 깨끗해요

Creating

Respond to imaginative texts such as stories, films or illustrations, explaining messages and key ideas, stating views on themes, events and values, and making connections with own experiences

[Key concepts: themes, relationship, imagination; Key processes: comparing, interpreting, explaining] (ACLKOC025 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • listening to,reading and viewing imaginative texts in various modes, such as stories (print, digital or multimodal), films, paintings, songs or video clips, and responding by expressing views, 제 생각에는 …, –(으)ㄴ/는 것 같아요

  • identifying key ideas, messages, main events and characters and creating a new scene, story development or video clip using parody

  • exchanging views on imaginative texts such as songs, stories,television programs and films, making connections with own experiences

  • reading stories such as Korean folktales, discussing associated ideas and values (for example, attitudes towards greed, jealousy or loyalty), considering how these relate to contemporary society and own cultural experience, for example, 소가 된 게으름뱅이

Create imaginative texts that draw on past experiences or future possibilities for the purpose of self-expression and performance for others

[Key concepts: culture, narrative, creativity, imagination; Key processes: creating, performing, entertaining] (ACLKOC026 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • composing own texts such as films, posters, comics or short stories about imaginary people, places or experiences, for example, setting a story in the past or future, creating a new species, a new planet,space travel, or virtual reality

  • illustrating and captioning imaginative stories in various formats such as cartoons, graphic stories or photo stories, using descriptive and expressive language, for example, 호랑이는 아름다운 날개가 필요했어요; 날개가 생겼어요; ’와, 대단해요!’;‘아니, 이럴 수가!’

  • creating and presenting performances such as role-plays or skits based on imaginative stories and scenarios that involve language related to time (for example, 옛날에, 처음에, 다음에, 마지막에, 끝) and emotional expression (for example, 신났어요, 무서웠어요, 슬펐어요, 기뻤어요)

  • creating a range of texts to entertain particular audiences, for example, songs and video clips, skits, graphic stories for peers, children’s books and cartoons suitable for younger learners of Korean

Translating

Translate and interpret informative and imaginative texts for peers and the community, taking account of different audiences and contexts, identifying and explaining culture- specific aspects

[Key concepts: equivalence, representation, perspectives; Key processes: translating, interpreting, comparing, evaluating] (ACLKOC027 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • translating short texts such as announcements, notices, songs, advertisements, or extracts from stories and films, considering audiences and contexts and reflecting on how cultural elements are encoded in common words or expressions, for example, the use of family terms, titles and terms of address, and the way of answering negative questions (안 했어요? 네, 안 했어요 / 아니요, 했어요) and of using 가다/오다 from a perspective different from that involved in ‘go/come’ (언제 우리 집에 와요? 지금 가요!)

  • comparing translations of familiar texts such as instructions or children’s stories to determine the ages of intended audiences and any differences in contexts (such as relationships and the degree of formality), noticing how these are taken into account differently in the translated and original versions

  • using print dictionaries and electronic translators to support the translation process, including doing ‘back translations’, considering why a word or expression does or does not translate readily and reflecting on possible ways to translate words and expressions without losing their original meaning, for example, 세배, 새해 복 많이 받으세요, 쌀밥/보리밥

  • analysing a familiar text in its translated form (for example, a nursery rhyme, children’s story, advertisement or web page translated into Korean), noticing what has or has not been effectively translated, considering the challenges of the translation and how the text could be improved

Create bilingual texts for the wider community, such as notices, instructions, promotional material, performances or announcements, considering cultural aspects of each language

[Key concepts: interpretation, bilingualism; Key processes: interpreting, composing, explaining] (ACLKOC028 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Intercultural Understanding
  • Asia and Australia’s Engagement with Asia
  • providing bilingual captions for images of Korean or Australian scenes to explain cultural references, for example, bush, beach or city images

  • producing bilingual texts in different formats including digital texts such as captioned photos, notices, signs and instructions, for particular audiences in familiar contexts, for example, for intending international students to Korean or Australian schools, highlighting key terms and expressions associated with the context, such as 과목 (수학, 과학, 사회, 역사, …), 수업 시간, 과외 활동

  • conveying information and providing instructions to others in a range of bilingual texts including those in digital or online form, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game

  • creating bilingual texts to inform others in the local community, for example, a poster to announce a lunchtime concert or fundraising food stall, a display for a local venue such as a library, youth club or flea market, for example, 힙합 동아리에 오세요!; 청바지를 팝니다; 이메일로 연락하세요

Reflecting

Interact with Korean speakers and resources, recognising that intercultural communication involves shared responsibility for meaning-making

[Key concepts: norms, commitment, reciprocity; Key processes: questioning assumptions, adjusting, reflecting] (ACLKOC029 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • interacting with Koreans, noticing social norms and practices such as the use of personal space,gender roles, respect for older people, boyfriend or girlfriend relationships, same- sex hand-holding, and acceptable topics of conversation (for example, 몇 살이에요?), and considering own reactions

  • describing their experience of authentic or virtual interaction involving Korean language and culture,for example, face-to-face interaction with community members through excursions or at Korean festivals, web-chatting, or other forms of social networking

  • monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for such feelings of comfort/discomfort

  • recognising that social values such as politeness can be expressed differently indifferent cultures, and understanding features of Korean etiquette such as avoiding direct refusal, aiming to please by answering a question even if they don’t know the answer, expressing gratitude through actions and not necessarily language (for example, limited use of 고맙습니다, 감사합니다) and waiting to be invited to eat or drink

Reflect on own identity and on how it is affected by the experience of Korean language learning

[Key concepts: identity, values, judgement; Key processes: observing, reflecting, explaining] (ACLKOC030 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • gathering examples of language/s used by various people indifferent contexts, including the Korean language spoken by Koreans in different social/age groups and in different places, and discussing how the examples reveal aspects of identity

  • discussing challenges and rewards they feel during intercultural interactions and how the experience of learning and using Korean challenges preconceptions or stereotypes and helps them to revise own attitudes

  • recounting personal stories, in oral, written or digital forms, about significant encounters, explaining why they consider them significant

  • monitoring own language use and sense of identity across a range of intercultural interactions, such as by using a blog or journal, and considering personal experience, perspectives and values about being a learner and user of Korean

  • sharing with others the ongoing influence of Korean language learning on the shaping of their identity

Systems of language

Understand and use key features of Korean sound and writing systems, including pronunciation, intonation and print conventions, applying this understanding to own speech and writing

[Key concepts: pronunciation, spelling, punctuation, correspondence; Key processes: recognising, analysing, relating, experimenting] (ACLKOU031 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • recognising and reproducing sounds of Korean in sentences consisting of multiple clauses, attending to pauses and intonation to identify clause sequences and types of sentences

  • pronouncing syllable blocks in a word, making appropriate changes to the sounds on syllable boundaries according to pronunciation rules, for example, pronouncing such words as 한국어, 같이, 감사합니다, 먹고 and어떻게 as 항구거, 가치, 감사함니다, 먹꼬 and 어떠케

  • experimenting with pronunciation rules and intonation collaboratively with peers

  • using basic punctuation in writing, including a question mark (?) for questions and a full stop (.) for other types of sentences

  • using spacing and spelling rules in reading and writing, recognising their differences to English, for example, 소라가 방에 있어요 versus 소라 가방에 있어요

Extend grammatical knowledge of Korean language, including the range of forms and functions of particles, suffixes, verb endings and irregular verb forms

[Key concepts: grammatical structures, modality, irregularity; Key processes: analysing, classifying, applying, explaining] (ACLKOU032 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • modifying nouns using an adjectival form of a descriptive verb suffixed by –(으)ㄴ, for example, 예쁜 꽃, 맑은 물

  • using particles such as –한테/에게, –한테서/에게서, –(으)로 (instrumental and directional), –보다, –와/과, –만, –도,–부터 and –까지, including honorific case markers –께, –께서, –께서는

  • recognising the meaningful parts of a verb, for example, 먹+어요

  • expressing ideas or events relating to the future, suggestions, plans and hopes using forms such as–(으)ㄹ 거예요 and –(으)ㄹ까요?

  • learning how to ask and answer negative questions, for example, 숙제를 안 했어요? 아니요, 했어요 / 네, 안 했어요)

  • connecting clauses using basic conjunctive suffixes (clausal connectives) –어/아서, –고, –(으)면, –지만

  • using basic complex-verb structures such as –어/아 주다, –어/아 보다, –지 말다with an –어/아요 ending to express provision, trial and prohibition (읽어 주세요, 입어 보세요, 쓰지 마세요)

  • expressing time using structures such as: a noun + 때/동안; a noun +전/후에, for example, 방학 때; 일 년 동안; 한 달 전/후에

  • using some basic irregular verbs, such as 들어요 (듣다), 불러요 (부르다), 더워요 (덥다), 추워요 (춥다), 아름다워요 (아름답다)

  • expressing relative location using a structure: a noun + a location word + , for example, 식탁 위에 상자가 있어요

  • expanding metalinguistic knowledge by receptive use of:

    • intimate copula verb ending (a noun + (이)야)
    • expressions of intentions andlikelihood: –겠어요, –(으)ㄹ 것 같아요
    • conjunctors connecting clauses (–(으)니까, –(으)러)
    • complex structures such as–어/아야 하다, –어/아도 되다, with the informal polite ending –아/어요 (가야 해요, 먹어도 돼요), recognising that they are in the same structure as –어/아 주다, –어/아 보다 and –지 말다 (verb stem + suffix + auxiliary verb) and that the auxiliary verbs add meanings such as obligation, permission and attempt
    • complex structures connecting verbs with various functions (to be introduced as a set phrase, for example, –기 때문에, –기 위해(서)
    • levels of politeness in speech, for example, formal polite, informal polite, intimate, for example, 해, 해요, 합니다
    • honorific suffix –시–, for example, 하십니다,가르치십니다
Understand and use a range of vocabulary associated with different aspects of everyday life, such as basic honorific or humble words, and identify culture-embedded words and expressions

[Key concepts: honorification, idioms, terminology, culture; Key processes: specifying, predicting, applying] (ACLKOU033 - Scootle )

  • Literacy
  • Numeracy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • using a range of common nouns and verbs for everyday interactions at home and school on familiar and broader topics (for example, 방학, 시험, 춤, 노래, 여행, 추다, 부르다, 배우다, 하다, 말하다, 끝나다, 만나다, 놓다, 사다, 팔다, 생기다), including words for clothing (for example, 모자, 바지, 쓰다, 입다) and transportation (for example, 버스, 기차, 자동차, 지하철, 타다) and loan words from English (for example, 파티, 이메일, 인터넷)

  • recognising and using some abstract vocabulary in the school context (for example, 과목, 수업, 과외 활동, and names of school subjects such as 수학, 과학, …)

  • using descriptive vocabulary to describe emotions (for example, 무섭다, 슬프다, 기쁘다. 신나다), senses (기분, 맛,맵다, 짜다, 아프다, 덥다, 춥다) and appearance (아름답다, 깨끗하다)

  • using abstract vocabulary relating to cognitive activity (for example, 뜻, 생각(하다), 필요하다)

  • recognising the difference between and referring to self and using them appropriately according to the audience, for example, peers or adults

  • indicating comparative quality using , for example, 더 커요

  • expressing relative frequency of events (for example, 가끔, 보통, 자주, 언제나)

  • using common adverbs such as 다시, 먼저, 한번, 열심히

  • indicating time/seasons using 오전, 오후, 주말,아침, 점심, 저녁, 봄, 여름, 가을, 겨울

  • using Korean cardinal and ordinal numbers appropriately with counters, for example, 스무 잔, 백 장, 천 송이, 첫 번째

  • using honorific or humble words such as 분, 주무시다, 계시다, 말씀, 드리다

  • identifying culture-embedded Korean words and expressions in context, for example, 추석, 새해 복 많이받으세요, 쌀밥/보리밥, 아리랑

  • using vocabulary related to youth culture such as 동아리, 힙합,including some hybrid words (for example, K–팝)

  • using reflective vocabulary such as 아마, 글쎄요

  • using location words, for example, 앞, 뒤, 위, 아래, 옆

  • inferring meaning of unfamiliar words or expressions from context, for example, 게으름뱅이 (소가 된 게으름뱅이), 연락하다 (이메일로 연락하세요), 그림의 떡

  • using idiomatic expressions as communication strategies or to enhance the interest of audiences, for example, 제 생각에는 …, –ㄴ/은/는 것 같아요, 괜찮아요

  • using some special vocabulary in Korean to express ideas drawn from other learning areas, for example, 태풍, 강, 호수

  • using exclamatory vocabulary and expressions (for example, 와, 대단해요! 아니, 이럴 수가!)

Analyse and compose different types of texts, considering issues such as coherence, cohesion, and the relationship between textual conventions and audiences and contexts

[Key concepts: coherence, cohesion, textual conventions; Key processes: analysing, explaining, composing] (ACLKOU034 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects (for example, using instead of in an advertisement to make the target audience identify with the social group that would use the goods being advertised)

  • exploring and identifying basic cohesive devices in texts such as:

    • consistent use of the informal polite-style ending –어/아요 throughout texts of multiple sentences
    • agreement of honorific elements such as particles, words and suffixes in a sentence (for example, 선생님께꽃을 드려요; 할머니께서 주무세요; 저에게 말씀해 주세요; 그분은 누구세요?) and throughout the text
    • use of conjunctive adverbs, for example, 그런데, 그래서, 그러면, 그렇지만, 하지만 and conjunctive suffixes (clausal connectives) such as –고, –어/아서, –(으)면
  • creating short texts, (print or digital), with a focus on textual coherence and cohesion

Language variation and change

Explore how Korean is used in varying ways for different purposes and audiences in different social and cultural contexts and situations by comparing different registers and styles used in texts in different modes

[Key concepts: formality, register, language modes; Key processes: observing, analysing, relating, comparing] (ACLKOU035 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • identifying differences in language use in different social and cultural contexts and relating them to differences in the roles and relationships of participants in the interaction, for example, noticing the use of 반말 (안녕히 가세요 versus 잘 가)

  • examining variations in language used in face- to-face and written and digital communication, particularly noticing colloquial language and how it differs from standard forms, for example, more frequent use of contractions, acronyms, omission of case markers/particles and informal style

  • identifying levels of formality or register of language used in texts and explaining reasons for this, for example, the use of formal language when communicating with people in authority to show respect, the use of informal language in commercials to create a sense of familiarity

Explore and reflect on the nature of language change in response to changing cultural and social conditions

[Key concepts: globalisation, social conditions, intercultural contact, popular culture; Key processes: reflecting, discussing, explaining] (ACLKOU036 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Intercultural Understanding
  • understanding how Hangeul was created in response to the need for a writing system that would reflect the sound system of spoken Korean in 15th-century Korea; reflecting on how its creation has impacted on the Korean language and culture and people’s lives up until now, discussing the role of script in aspects of culture in everyday life

  • discussing possible reasons for changes in Korean language use, such as exposure to other languages, changing contexts of use and the development of digital technology

  • exploring how globalisation has accelerated the use of English words and expressions in Korean language use, discussing advantages and disadvantages in the blending of languages

  • examining how acronyms or short forms of words are used in Korean and in English, discussing how these forms reflect people’s changing lifestyles

Understand the symbolic nature and power of language in local and global contexts

[Key concepts: culture, power, symbolism; Key processes: exploring issues, analysing, discussing] (ACLKOU037 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Intercultural Understanding
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • understanding the nature of language that reflects and may effect changes in peoples’ way of thinking and in aspects of society, finding examples from Korean, English and other known languages (for example, discouraging the use of language that implies social discrimination or replacing it with alternatives or newly created vocabulary)

  • identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, 단군신화, 애국가, 아리랑, 태극기, the Dreamtime, Aboriginal and Australian flags

  • exploring and discussing how and why new products and practices from other cultures are adopted, typically with terminology in the language/s associated

  • collecting and discussing examples of language impacting on society and culture, drawing on other learning areas such as history, social studies and the arts

Role of language and culture

Analyse and comment on cultural and linguistic practices indifferent contexts and reflect on own and others’ communicative practices

[Key concepts: norm, value system, intercultural understanding; Key processes: analysing, reflecting, critical thinking] (ACLKOU038 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • Aboriginal and Torres Strait Islander Histories and Cultures
  • Asia and Australia’s Engagement with Asia
  • examining cultural backgrounds underlying culturally appropriate body language, gestures and verbal expressions in Korean and other languages

  • reflecting on diverse interpretations of everyday language use in Korean, including body language and gestures, and identifying Korean cultural elements, making comparisons with own language, for example, possible interpretations of such expressions as 어디 가요? and 밥 먹었어요? as either greetings or genuine questions, depending on the context

  • recognising that cultural values, customs and practices are constantly changing and are evident in language use, for example, the use of kinship terms to refer to people who are not blood relations, such as오빠/형, 언니/누나, 이모, 삼촌

  • recognising that language use can reflect and express cultural identity; that multiple languages exist in both Korea and Australia, including indigenous languages; and that many people are multilingual and value this capability as an integral part of their identity


Years 9 and 10 Achievement Standards

By the end of Year 10, students use written and spoken Korean to interact with peers, teachers and other Korean speakers in face-to-face, local and virtual communications. They exchange information and opinions about personal and immediate interests and experiences and about broader topics of interest to young people such as environmental issues, globalisation or technology. They approximate pronunciation of polysyllabic words, making mostly appropriate changes in sounds on syllable boundaries (for example, pronouncing such words as 한국어, 같이, 감사합니다, 먹고 and 어떻게 as 항구거, 가치, 감사함니다, 먹꼬 and 어떠케).They write Hangeul following writing conventions. Students initiate conversations (for example, 지금 뭐 해요? 어디 가요?), and sustain interactions by asking and responding to each other and building on each other’s responses (for example, 주말에 시간 있어요? 네, 토요일 오후에 시간 있어요. 토요일 아침에 뭐 해요? 아홉 시부터 열 두 시까지 운동해요, …). They use appropriate facial expressions and gestures. They express understanding (for example, 알겠어요; 모르겠어요), request clarification (for example, 무슨 뜻이에요? 다시 설명해 주세요), ask for opinions (for example, 어떻게 생각해요?) and provide their own opinions using reflective language as set phrases (for example, 글쎄요, 아마 ..., 제 생각에는 …, …–(으)ㄴ/는 것 같아요). They ask for and make suggestions (for example, 무엇을 할까요? 해 보세요). Students analyse and extract information from different print, digital and multimodal sources, drawing on the context to help comprehension and using their knowledge of vocabulary, grammatical forms and structures relating to time, location, cases, honorifics, basic sentence types and text formats. They create and present informative and imaginative texts in different formats and in different modes, expressing experiences and views for different purposes and audiences. They use a range of particles for various functions and modify a noun using an adjectival form of a descriptive verb suffixed by –(으)ㄴ (for example, 예쁜 꽃). They use some irregular verbs (such as 들어요, 추워요) and verb phrases in complex structures as set phrases to express provision (for example,읽어 주세요), prohibition (for example, 쓰지 마세요), trial (for example, 입어 보세요) and ideas or events relating to the future (for example, 갈 거예요, 할까요?). They express two ideas or events in different relationships using conjunctions such as –어/아서, –고, –(으)면 or –지만 as appropriate to connect clauses. Students make comparisons using –보다 더 … (for example, 오늘이 어제보다 더 추워요) and express time duration using … 때/동안 (for example, 방학 때, 일 년 동안). They express the relative frequency of events using adverbs such as 가끔, 보통, 자주, 언제나 and the relative locations of objects/people using location words (such as 앞, 뒤, 위, 아래, 옆) in a formula: a noun + a location word + (for example, 식탁 위에). They refer to self using either or appropriately according to the context. They use some basic conjunctive adverbs such as 그래서, 그런데, 그렇지만 and 하지만 to establish cohesion in texts. Students translate and create simple bilingual texts across Korean and English, comparing different versions, identifying reasons for different interpretations and ways to retain and convey original meanings in translated texts. They recount their reactions to intercultural experiences and exemplify how their personal experiences and assumptions influence their language use and perspectives.

Students explain how language use is adjusted to different purposes and audiences in different contexts and situations by providing examples from differing spoken and written forms of Korean. They compare situations where it is or is not appropriate to use 반말 and other features of language such as text messaging or colloquial forms of expression in Korean, English or other known languages. They describe how languages change over time and through contact with other languages and cultures by identifying possible examples of such change in Korean and other languages. They relate grammatical elements in Korean such as case markers, particles, suffixes, and verb endings to their grammatical functions by explaining them using metalanguage (case, politeness, honorification, 반말, 높임말, native Korean/Sino-Korean). Students explain how cultural values and ideas are embedded in language use, including their own, and identify how language reflects ways of thinking, views of the world and everyday cultural routines, drawing on examples from Korean, English and other languages.


Years 9 and 10 Work Sample Portfolios